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# Tatyana Elleseff

Empowering Children’s Academic Success

## Sitemaps

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## Posts

- [Blog](https://tatyanaelleseff.com/blog/)
- [DLD Is a Language-Based Learning Disability](https://tatyanaelleseff.com/dld-is-sld/) - Developmental language disorder (DLD) is often misunderstood in educational settings because it is frequently conceptualized too narrowly as a “speech” or oral-language impairment. This framing is incomplete and clinically problematic. DLD affects the language systems students use to understand instruction, comprehend text, formulate ideas, organize written expression, participate in academic discourse, and access curriculum. In
- [Beyond the Buzzwords: How SLPs Can Evaluate Clinical Trends, Pseudoscience, and Evidence-Based Claims](https://tatyanaelleseff.com/beyond-the-buzzwords/) - Abstract: In speech-language pathology, unsupported clinical claims often appear credible because they are attached to emotional testimonials, neuroscience language, parent urgency, professional trainings, or popular social media trends. This article provides a structured way to examine those claims without dismissing families, clinicians, or innovation. It reviews common red flags in pseudoscientific marketing, explains why “evidence-based”
- [Invisible Disability, Visible Damage: The Systemic Failure to Identify Language Disorders](https://tatyanaelleseff.com/systemic-failure-to-identify-dld/) - As a speech-language pathologist (SLP) specializing in language and literacy assessment, I’ve reviewed hundreds of educational, psychoeducational, and neuropsychological evaluations for students with complex learning needs. I repeatedly see students who are clearly struggling in the classroom, despite strong support at home, undergoing assessments that fail to identify their needs accurately. As a result, they
- [The ADHD Trap](https://tatyanaelleseff.com/the-adhd-trap/) - When attention gets blamed, and language gets missed I need to state this as clearly as possible. We need to stop using ADHD as the explanation for students'' school struggles. When a child cannot understand language, explain ideas, or navigate social expectations, that is not attention. That is language. And confusing the two costs kids
- [Addressing Misconceptions About ADHD and Poor Language Performance](https://tatyanaelleseff.com/adhd/) - It is a common but misguided assumption to attribute poor academic performance solely to ADHD. While ADHD can impact focus and attention, leading to difficulties in completing tasks or following instructions, these challenges do not inherently cause the language and literacy deficits that underpin poor academic performance. Individuals with language and literacy challenges may display
- [Stop Calling It Articulation: When Speech Errors Are Really Language and Reading Problems](https://tatyanaelleseff.com/articulation-vs-phonology/) - What looks like a simple sound error is often a deeper language weakness that quietly undermines reading and writing. I keep seeing the same referrals over and over. “The student doesn’t say his R.”“She drops sounds.”“His speech is sloppy.” On paper, this gets labeled as articulation. A simple speech issue. A few drills, practice the
- [Why Executive Function Coaching Fails So Many Children](https://tatyanaelleseff.com/why-ef-coaching-fails/) - When a child struggles with planning, organization, or self-regulation, the label “executive function” is often applied, and executive function coaching or ADHD coaching is presented as the solution. These services are routinely marketed as evidence-based or grounded in neuroscience, despite limited attention to what is actually impaired. The Problem: Language is the Engine Executive functions
- [Pragmatics: The Glue That Holds Language Together](https://tatyanaelleseff.com/pragmatics/) - Most parents hear the word pragmatics and think it means manners, politeness, or social skills. That is not what it actually is. Pragmatics is how language is used to think, organize ideas, and understand what matters. Without it, language breaks down, even when a child knows vocabulary, speaks in sentences, or can read words on
- [Why Reading the Words Still Isn’t Reading](https://tatyanaelleseff.com/reading-the-words-isnt-reading/) - Many parents of children with language disorders feel relief when their child finally starts sounding out words. Frequently, after years of struggle, effective phonics instruction begins to click. The child can decode. The words come out correctly. On the surface, this looks like reading success. For children with Developmental Language Disorder (DLD) or other language-based
- [When AI Meets the ‘Expert’ SLP: The Blind Leading the Bot](https://tatyanaelleseff.com/slps-meet-ai/) - Ponderings on Evidence, Expertise, and the Future of Clinical Judgment in Speech Language Pathology Recently, I attended a webinar that discussed the best use of artificial intelligence with speech-language pathologists. It was marketed as a way to improve workload management and caseload efficiency. What I largely witnessed instead was a familiar problem, old habits becoming
- [When College Isn’t the Answer: How to Protect Your Teen (and Your Wallet) from a Broken System](https://tatyanaelleseff.com/when-college-isnt-the-answer/) - Every year I meet young adults who were diagnosed with language/ learning disorders (or who were never properly identified but clearly struggled their entire school careers). Many of them did what they thought they were supposed to do: they went to college. Their parents, desperate to give them a shot at success, took out loans
- [Orton-Gillingham (OG) Alone Won’t Cut It: What the Research Actually Shows About Helping Struggling Readers](https://tatyanaelleseff.com/og-limitations/) - When it comes to reading intervention, few programs are as widely known, or as hotly debated, as the Orton-Gillingham (OG) approach. Marketed as a lifeline for children with dyslexia and word-level reading disabilities (WLRD), OG is often touted as the gold standard. But is it? A closer look at the evidence tells a far more
- [A Reading Program is NOT Enough: A Deep Dive into the Dyslexia Diagnosis](https://tatyanaelleseff.com/a-reading-program-is-not-enough-a-deep-dive-into-the-dyslexia-diagnosis/) - In August 2021, I presented an outreach webinar for the Georgia IDA on the importance of comprehensive language and literacy testing when addressing reading-based disabilities. I reviewed current controversies surrounding the dyslexia diagnosis and explained how language deficits contribute directly to reading and writing difficulties. The main focus, however, was on examining the strengths and
- [Neuropsychological or Language/Literacy: Which Assessment is Right for My Child?](https://tatyanaelleseff.com/neuropsychological-or-language-literacy-which-assessment-is-right-for-my-child/) - Today I'd like to address the question which has been asked quite frequently in the past several years by parents. "Do I still need a comprehensive language/literacy assessment if my child is already getting neuropsychological testing done?" The short answer is a definitive and emphatic "Yes"! And now, allow me to explain why. In order
- [Selling Out Speech Pathology: How Profit-Driven Programs, Costly Certifications, and Low-Evidence Fads Are Undermining Evidence-Based Practice](https://tatyanaelleseff.com/selling-out-speech-pathology/) - Speech-language pathologists claim to be a science-driven profession that follows the evidence. We cite evidence-based practice in our values, policies, and professional rhetoric. But in day-to-day reality, clinical decisions are often shaped less by research and more by revenue. The uncomfortable truth? Profit, not evidence, increasingly dictates what gets promoted, adopted, and normalized in our
- [When the Wrong Professional Evaluates the Child: The High Cost of Misdirected Assessments](https://tatyanaelleseff.com/when-wrong-professionals-evaluate/) - In schools and private practices across the country, families of struggling students are told, “Get an evaluation,” as if identifying a diagnosis is the solution. But what happens when the evaluation is conducted by the wrong person, who either lacks deep expertise in language development or doesn't treat the conditions they’re assessing? The answer is
- [The APD Diagnosis Trap: How a Controversial Label Harms Kids in Schools](https://tatyanaelleseff.com/apd-label-harms-kids/) - Despite its clinical ring, "Auditory Processing Disorder" (APD) remains one of the most poorly defined, inconsistently diagnosed, and least useful labels used in school-aged populations. Not only is the diagnosis itself mired in scientific controversy, but its downstream effects in schools often do more harm than good. Recently, I conducted a professional poll on social
- [When Skills Don’t Line Up: Making Sense of DLD and Grade Expectations](https://tatyanaelleseff.com/dld-and-grade-level/) - Determining a student’s “grade level” can be especially challenging when that student has Developmental Language Disorder (DLD) (Ziegenfusz et al, 2022). DLD is a lifelong neurodevelopmental condition that affects how children understand and use language, including vocabulary, grammar, following directions, processing questions, and expressing ideas clearly. Because language underpins all areas of academic learning, these challenges
- [Gifted but Overlooked: Rethinking Evaluation for 2e Students](https://tatyanaelleseff.com/gifted-but-overlooked-2xe/) - In the world of educational assessments, there's a long-standing reverence for the IQ score (Ritchie, 2015). Intelligence has often been seen as the gold standard for predicting academic success (Ren et al., 2015). However, in the case of twice-exceptional (2e) children—those with high IQs but significant learning disabilities—this traditional view can be misleading, especially when
- [Acknowledging the Diagnosis: Why Denial Hurts More Than the Label Ever Could](https://tatyanaelleseff.com/diagnosis-denial/) - It’s a situation that sadly happens far too often. A parent or caregiver refuses to acknowledge a particular diagnosis, such as Autism, Developmental Language Disorder (DLD), Dyslexia, or another neurodevelopmental condition. Sometimes it’s about fear. Other times, stigma (Turnock et al, 2022; Huang et al., 2023). In many cases, it’s rooted in the belief that
- [Why Summer Matters Most: What Parents Need to Know About Language, Literacy & Learning Loss](https://tatyanaelleseff.com/summer-learning-loss/) - As summer approaches, many families begin to wind down from the academic year, looking forward to a break from routines, early mornings, and school responsibilities. While rest and unstructured time are important for children, pausing language and literacy therapy over the summer can have serious consequences, especially for students with Developmental Language Disorder (DLD), Autism,
- [Why Social Pragmatic Progress Is Real—But Hard to See](https://tatyanaelleseff.com/pragmatic-progress-hard-to-see/) - In my years of clinical practice, I’ve witnessed firsthand the powerful transformations that can take place in students receiving high-quality, evidence-based therapy for social pragmatic deficits. I’ve also seen something else: the frustration, sometimes shared by parents, educators, and even therapists, when those gains aren’t as obvious or easy to measure as progress in other
- [The Truth About Speech-to-Text: It’s Not a Shortcut for Struggling Writers](https://tatyanaelleseff.com/speech-to-text/) - When children struggle with handwriting or typing, many well-meaning educators turn to speech-to-text (STT) tools in hopes of providing quick support. However, for students with Autism, ADHD, Developmental Language Disorder (DLD), Dyslexia, Dysgraphia, etc., STT is not a solution—it’s a band-aid that often highlights, rather than addresses, underlying problems. These students typically have difficulty organizing
- [One Step at a Time: Therapy for Young Adults that Works](https://tatyanaelleseff.com/therapy-for-young-adults/) - After my last post, a number of parents and SLPs have contacted me to find out what typical therapy sessions with young adults look like on a weekly basis. They were especially curious about how therapy can support young adults who struggle with managing emotions, staying organized, and navigating social situations. Many of these young
- [From Overlooked to Empowered: Supporting Young Adults with Hidden Challenges](https://tatyanaelleseff.com/overlooked-young-adults/) - When we think about speech-language therapy, we often picture young children learning to pronounce their sounds correctly, build vocabulary, or put sentences together for the first time. But what about the young adults who made it through school undiagnosed, unassisted, and now in their 20s who are quietly struggling to hold jobs, navigate relationships, or
- [Contextualized Therapy Isn’t Chaos—It’s Data Gold](https://tatyanaelleseff.com/cli-data-gold/) - One of the most common pushbacks I hear from SLPs related to data collection—is that contextualized language therapy makes it too hard to collect data. When I suggest working on narrative or discourse to simultaneously address goals like syntax, vocabulary, and inferencing, the response is often, ‘But how do you collect data on that? We
- [Stop Saying "You're Fine": Why Struggling Students Deserve the Truth and Real Help](https://tatyanaelleseff.com/not-fine/) - In the field of speech language pathology and allied services, we carry the immense responsibility of identifying and supporting children who struggle with language and literacy. Yet all too often, our good intentions are undercut by poor testing practices, superficial conclusions, and a harmful tendency to reassure students by telling them “there’s nothing wrong with
- ["We Never Did This": Understanding Memory Challenges in Children with DLD](https://tatyanaelleseff.com/memory-challenges-dld/) - For children with Developmental Language Disorder (DLD), the phrase “We never did this” is an all-too-common statement. Teachers and therapists hear it often even when a concept has been explicitly taught numerous times, leading to frustration for both the child and the adult. But this reaction is not a lie, defiance, or a sign of
- [Real Reading Requires Real Instruction: Why Accommodations Aren’t Enough](https://tatyanaelleseff.com/real-reading/) - Timothy Shanahan’s recent blog post, Accommodating Reading Comprehension with Listening—Good Idea?, raises a critical concern: when schools and educators rely on listening comprehension or text-to-speech (TTS) as a substitute for direct reading instruction, they fail to address the root causes of students’ reading difficulties. While these accommodations may provide temporary access to content, they do
- [Breaking Barriers: How Students with DLD Are Thriving and Achieving Their Dreams](https://tatyanaelleseff.com/breaking-barriers/) - For many parents of children with Developmental Language Disorder (DLD), the future can feel uncertain. Will their child get into college? Will they have a good job? Will they be able to pursue their dreams? Can they ever truly thrive in a world that demands strong language and literacy skills? The answer is a resounding
- [Hard Truths, Stronger Futures: Why Facing Reality Helps Your Child Succeed](https://tatyanaelleseff.com/hard-truths/) - For many parents, hearing that their child is more impaired than they previously believed can be devastating. This is especially true when the children have been attending specialized private schools that failed to adequately identify and address their language and literacy deficits. The revelation often comes after an outside comprehensive language and literacy testing—an experience
- [Supporting Your Child’s Language and Literacy at Home When SLP Services Aren’t Available](https://tatyanaelleseff.com/supporting-your-children/) - For many parents, accessing consistent speech and language therapy can be challenging due to clinician shortages, financial constraints, or long waitlists. If you're in this situation, you are not alone—and you are not powerless. While professional support is invaluable, there are many effective ways to foster language and literacy growth at home. You can still
- [Beyond the Breakthrough: Why Language and Literacy Therapy Must Continue After Initial Success](https://tatyanaelleseff.com/beyond-the-breakthrough/) - Early progress in therapy can be misleading, as skills need reinforcement to prevent regression and keep up with academic demands. Research shows that discontinuing support too soon can lead to future struggles (Catts et al., 2012; Justice et al., 2009). Sustained intervention ensures long-term success, helping students retain and apply their skills as academic challenges increase (Stanovich, 1986). Therapy isn't just a fix—it’s an investment in a child’s future.
- [Why Accuracy Matters: The Hidden Risks of Flawed Language and Literacy Tests](https://tatyanaelleseff.com/test-accuracy/) - When it comes to diagnosing students with developmental language disorders (DLD) and literacy deficits, the choice of assessment tools is critical. Many commonly used language tests have serious psychometric flaws that undermine their validity, leading to misidentifications that can have lasting educational and social consequences. This post examines the psychometric properties of several widely used
- [School SLPs vs. Private SLPs: Do They Really Target Different Oral Language Goals?](https://tatyanaelleseff.com/school-slps-vs-private-slps/) - Recently I was in an IEP meeting for an elementary-aged student. During the meeting, I raised concerns regarding several non-evidenced-based oral language goals for the student and suggested modifying them to meet the student's extensive academic needs better. To my surprise several IEP team members pushed back, emphasizing the supposed differences between school and private
- [Dear Parents: Ask the Right Questions to Get the Right Services](https://tatyanaelleseff.com/dear-parents/) - As a parent, ensuring your child receives the right interventions for their reading or writing deficits is crucial. However, many narrowly focused reading and spelling programs emphasize isolated aspects of reading and writing. While these approaches can limitedly help with specific skills, they often fail to address the broader, critical contributions of oral language and
- [The Adverse Academic and Social Effects of Slowed Processing Speed](https://tatyanaelleseff.com/processing-speed/) - Slowed processing speed, as measured by portions of standardized assessments like the Wechsler Intelligence Scale for Children | Fifth Edition (WISC-V), Rapid Automatized Naming and Rapid Alternating Stimulus (RAN/RAS) tests, and the Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2), can significantly affect academic performance and social functioning. Processing speed reflects how quickly an individual
- [Limitations of the CELF-5 in Detecting Subtle Language and Literacy Needs](https://tatyanaelleseff.com/celf-5/) - The Clinical Evaluation of Language Fundamentals, Fifth Edition (CELF-5) is one of the most widely used tools for assessing language abilities in children. However, despite its popularity, significant limitations exist in its ability to accurately diagnose Developmental Language Disorder (DLD) and identify subtle language and literacy needs. These limitations are particularly evident in its construct
- [Designing Contextualized Language and Literacy Interventions: Focus on Reading and Writing](https://tatyanaelleseff.com/reading-and-writing/) - Designing effective therapy sessions for students with Developmental Language Disorder (DLD) requires leveraging evidence-based, contextualized approaches (Rinaldi et al, 2021). By focusing on expository and fictional grade-level texts, speech-language pathologists (SLPs) can help students develop the skills needed to succeed academically and communicate effectively (Ward-Lonergan & Duthie, 2016). This post provides a practical framework for
- [Why CBT Falls Short Without Language and Pragmatic Therapy](https://tatyanaelleseff.com/cbt/) - Cognitive Behavioral Therapy (CBT) has long been a well-researched gold standard in psychotherapy for addressing emotional regulation, anxiety, depression, and other mental health challenges. However, its effectiveness relies heavily on the individual's ability to comprehend and engage with its cognitive and verbal demands. For individuals with language impairments and pragmatic deficits, CBT alone will fall
- [Integrating Oral and Written Language Through CGI Films: Contextual Interventions in Action](https://tatyanaelleseff.com/contextual-interventions-in-action/) - In a recent post, I emphasized the the importance of contextualized language interventions over traditional, decontextualized therapy methods. I explained how embedding language goals into meaningful, real-world activities—such as literacy-based tasks and narrative therapy—results in greater engagement, better learning, and improved generalization of skills. Today I wanted to illustrate how incorporating engaging materials such as
- [Why Contextualized Language Interventions Are Essential for Meaningful Therapy Gains](https://tatyanaelleseff.com/contextualized-language-interventions/) - Understanding the Problem: Decontextualized Therapy Limitations Outdated traditional therapy methods often involve repetitive tasks such as following 2-3 step directions, answering comprehension questions without visual support, or listing descriptors and categories. While these activities may show short-term progress in the therapy room on the day they are done, they fail to promote lasting, functional gains
- [Understanding Language and Literacy Therapy Outcomes in Students with Developmental Language Disorder (DLD)](https://tatyanaelleseff.com/dld-outcomes/) - Students with developmental language disorder (DLD) often experience significant challenges in language and literacy that can impact their academic performance and social interactions. Despite the effectiveness of high-quality, evidence-based therapy, it is essential to recognize that these students may not achieve the same level of academic functioning as their typically developing peers. This post delves
- [Speak, Read, Write, Thrive: The Power of Combining Language and Literacy in Therapy](https://tatyanaelleseff.com/combining-lang-and-lit-in-therapy/) - In speech-language pathology, integrating language and literacy targets in therapy services has become increasingly recognized as a critical factor for expediting therapy outcomes and providing the most efficacious, evidence-based services. Language and literacy are intricately connected processes that mutually influence each other, making a comprehensive, integrated approach essential for clients who face both speech and
- [Supporting Adolescents with High IQ and Language/Literacy Needs](https://tatyanaelleseff.com/high-iq-and-literacy-needs/) - It may come as a surprise to many that adolescents with high IQs can still experience significant language and literacy challenges. Just like any other struggling reader, adolescents with high IQ follow a similar assessment and intervention trajectory. Let’s explore why—and how—these learners require tailored support that addresses their specific needs. Comprehensive Assessment: The First
- [What Makes an Independent Speech-Language-Literacy Evaluation a GOOD Evaluation?](https://tatyanaelleseff.com/what-makes-an-independent-speech-language-literacy-evaluation-a-good-evaluation/) - Previously, I wrote a blog post entitled: "Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know". In it, I used 4 very different scenarios to illustrate the importance of comprehensive language evaluations for children with subtle language and learning needs. Today I would like to elaborate further on that post in order
- [Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know](https://tatyanaelleseff.com/special-education-disputes-and-comprehensive-language-testing-what-parents-attorneys-and-advocates-need-to-know/) - For years I have been performing comprehensive independent speech and language evaluations (IEEs). For those of you who may be hearing the term IEE for the first time, an Independent Educational Evaluation is "an evaluation conducted by a qualified examiner who is not employed by the public agency responsible for the education of the child in
- [Comprehensive Assessment of Elementary Aged Children with Subtle Language and Literacy Deficits](https://tatyanaelleseff.com/comprehensive-assessment-of-elementary-aged-children-with-subtle-language-and-literacy-deficits/) - There are numerous posts on social media asking for testing suggestions for students who exhibit subtle language-based difficulties. Many of these children are typically referred for initial assessments or reassessments as part of advocate/attorney involved cases, while others are being assessed due to the parental insistence that something "is not quite right" with their language
- [Why "good grades" do not automatically rule out "adverse educational impact"](https://tatyanaelleseff.com/why-good-grades-do-not-automatically-rule-out-adverse-educational-impact/) - As a speech-language pathologist (SLP) working with school-age children, I frequently assess students whose language and literacy abilities adversely impact their academic functioning. For the parents of school-aged children with suspected language and literacy deficits as well as for the SLPs tasked with screening and evaluating them, the concept of 'academic impact' comes up
- [Help, My Child is Receiving All These Therapies But It's NOT Helping](https://tatyanaelleseff.com/help-my-child-is-receiving-all-these-therapies-but-its-not-helping/) - On a daily basis, I receive emails and messages from concerned parents and professionals, which read along these lines: "My child/student has been diagnosed with: dyslexia, ADHD, APD, etc., s/he has been receiving speech, OT, vision, biofeedback, music therapies, etc. but nothing seems to be working." Up until now, I have been providing individualized responses
- [Why Are My Child’s Test Scores Dropping?](https://tatyanaelleseff.com/why-are-my-childs-test-scores-dropping/) - "I just don't understand," says a parent bewilderingly, "she's receiving so many different therapies and tutoring every week, but her scores on educational, speech-language, and psychological tests just keep dropping!" I hear a variation of this comment far too frequently in both my private practice as well as an outpatient school in a hospital setting,
- [Quality Assessments for Students with Suspected/Confirmed "APD"](https://tatyanaelleseff.com/quality-assessments-for-students-with-suspected-confirmed-apd/) - Today I would like to answer several questions on the subject of assessment of students with APD by providing further helpful information and links for parents and professionals seeking evidence-based assistance for students with suspected/confirmed "APD". These are: How do we help students with "APD? What constitutes a good quality assessment for a student with
- [How Language Affects Reading: Free Webinar for Parents and Professionals](https://tatyanaelleseff.com/how-language-affects-reading-free-webinar-for-parents-and-professionals/) - Recently I had the pleasure of doing a webinar for the International Dyslexia Association, Florida Branch regarding the crucial role language plays in the acquisition of literacy skills. During the webinar, I reviewed the role of language in the acquisition of reading and explains why children with reading difficulties must be assessed for language deficits.
- [Is "Dyslexia" a Useful Label for Diagnostic and Treatment Purposes?](https://tatyanaelleseff.com/is-dyslexia-a-useful-label-for-diagnostic-and-treatment-purposes/) - Last year I administered a comprehensive language and literacy reassessment to a bright 12-year adolescent with persistent reading deficits. When asked to discuss self, he readily offered, 'I am dyslexic', when describing some of his self attributes. This took me by surprise a few weeks later, as testing was way underway and I had the
- [Help, Student Tested Average on ALL Standardized Tests but is Still Struggling](https://tatyanaelleseff.com/help-student-tested-average-on-all-standardized-tests-but-is-still-struggling/) - Recently, there has been an uptick of posts and comments from parents and professionals on social media with the following message: "The student tested average on all standardized tests but still struggles with XYZ deficits characterized by (insert language-based difficulties here). So today, I wanted to delve a little deeper into what it means to
- [On the Life-Saving Value of Clinical Assessments](https://tatyanaelleseff.com/life-saving-clinical-assessments/) - Today, I'd like to elaborate on the importance of clinical assessments in speech-language pathology, especially as relevant to our older teen clients 14-18 years of age. Notice my choice of words in the title - "life-saving". It is not an over-exaggeration or an attempt at sensationalism for clickbait. For our clients with more subtle higher-order
- [Free Webinar: The Controversy of the Auditory Processing Disorder Diagnosis](https://tatyanaelleseff.com/free-webinar-the-controversy-of-the-auditory-processing-disorder-diagnosis/) - In June 2021, I did an outreach webinar for Georgia IDA, which reviewed current controversies pertaining to the validity of assessment and treatment of auditory processing disorder (APD). Its major focus was on how this diagnostic label frequently results in professionals discounting true language and literacy deficits in students who require appropriate language and literacy
- [Comprehensive Assessment of Preschool and Kindergarten-Aged Children](https://tatyanaelleseff.com/comprehensive-assessment-of-preschool-and-kindergarten-aged-children/) - Typically, I write posts pertaining to certain aspects of the assessment and treatment of school-aged children. However, due to an increasing number of requests, today, I wanted to share some advice regarding how speech pathologists can comprehensively assess the language and literacy abilities of preschool and kindergarten-aged children. Now some professionals may ask, "Isn't it
- [How Early can “Dyslexia” be Diagnosed in Children?](https://tatyanaelleseff.com/how-early-can-dyslexia-be-diagnosed-in-children/) - In recent years there has been a substantial rise in awareness pertaining to reading disorders in young school-aged children. Consequently, more and more parents and professionals are asking questions regarding how early can “dyslexia” be diagnosed in children. In order to adequately answer this question, it is important to understand the trajectory of the development
- [Free Webinar: Evidence Based Executive Functions Interventions for Struggling Learners](https://tatyanaelleseff.com/free-webinar-ebp-ef-interventions/) - On September 29th, 2022, I did a free outreach webinar for Georgia IDA, on the subject of effective evidence-based interventions for children with language disorders who struggle with executive functions as well as concomitant literacy needs. In the webinar, I discussed how to provide effective evidence-based practice (EBP) language and literacy interventions aimed at improving
- [Free Webinar: EBP Executive Functions Interventions: Focus on Self-Talk and Motivation](https://tatyanaelleseff.com/ebp-efs-interventions-self-talk-motivation/) - On November 16th, 2022, I did a free outreach webinar hosted jointly by two wonderful literacy organizations: WI Reads as well as Everyone Reads PA on the subject of fostering self-talk and self-motivation in children who struggle with executive functions as well as concomitant language and literacy needs. In this webinar, I discussed the research
- [What Works for Improving Working Memory?](https://tatyanaelleseff.com/improving-working-memory/) - Recently I have been seeing an increase in social media posts requesting assistance with working memory interventions. So I decided to compile a post with a few useful resources on this subject. But first a few words regarding working memory basics. Working Memory (WM) is a cognitive system with a limited capacity that can hold
- [FREE Clinical Narrative and Discourse Assessment Materials in Speech Pathology](https://tatyanaelleseff.com/free-narrative-assessment-materials/) - As part of my comprehensive language and literacy testing, I routinely incorporate clinical narrative and discourse assessment tasks into my testing batteries. Today I wanted to share with you which materials I use and how SLPs on a tight budget can obtain them online for free. I really like the books recommended by the SALT
- [What Works for Improving Processing Speed?](https://tatyanaelleseff.com/improving-processing-speed/) - Recently I wrote a post entitled: "What Works for Improving Working Memory?" in which I listed useful resources on the subject. Due to the popularity of that post as well as numerous requests, I decided to write a similar post regarding what works and does not work for improving processing speed in students with language
- [The ABCs of Decoding: Understanding the Basics](https://tatyanaelleseff.com/the-abcs-of-decoding/) - I've been doing a lot of language and literacy assessments lately of elementary-aged children whose testing shows great phonemic awareness abilities (PA) but significantly impaired decoding skills. Many of their parents, well-versed in all the recent conversations on the importance of phonemic awareness raging on social media, have been asking me a variation of the
- [Attention: All That Matters](https://tatyanaelleseff.com/attention/) - The role of attention in learning is a topic of great interest to both researchers and clinicians alike when it comes to the discussion of the causes of learning difficulties in children (Posner & Rothbart, 2007). Attention plays a crucial role in learning, since if you cannot attend you cannot commit stimuli to memory and
- [Enhancing Psychotherapy Outcomes: The Critical Role of Social Pragmatic Therapy](https://tatyanaelleseff.com/enhancing-psychotherapy-outcomes/) - Treating students with psychiatric impairments requires a multifaceted approach. While psychotherapy remains a cornerstone in the management of psychiatric issues, its effectiveness can be significantly limited if cognitive and communicative aspects are not addressed concurrently. This post explores the crucial role of SLP-led social pragmatic therapy, complementing psychotherapeutic interventions, with a particular emphasis on perspective-taking,
- [Grade Inflation of Special Education Students: An Examination of the Phenomenon](https://tatyanaelleseff.com/grade-inflation/) - Grade inflation, the tendency for academic grades to be higher without a corresponding increase in student performance, has been a growing concern for me as a speech-language pathologist working with children diagnosed with language and literacy needs. I find this phenomenon to be particularly pronounced with many students on my caseloads. In one particularly glaring
- [The Role of Pragmatic Abilities in Facilitating Self-Advocacy](https://tatyanaelleseff.com/pragmatics-self-advocacy/) - Students with language and learning needs face challenges in their social interactions with others. Among the essential aspects needed for social interactions is pragmatics, which encompasses the ability to use language appropriately in various social contexts. This post explores why solid pragmatic abilities are fundamental for self-advocacy purposes in students with socialization difficulties. Pragmatic abilities
- [The Role of Independent Language and Literacy Assessments in Speech Pathology](https://tatyanaelleseff.com/role-of-independent-assessments/) - Independent assessments of language and literacy are crucial tools for designing precise, beneficial treatment recommendations for students with language and literacy needs. Independent assessments conducted by speech-language pathologists (SLPs) outside the school system can provide valuable insight into the client's strengths and needs as well as effectively aid in creating targeted interventions. Purpose of Independent
- [The Impact of Pragmatic Deficits on Speaking, Reading and Writing](https://tatyanaelleseff.com/pragmatic-deficits-speaking-reading-writing/) - Pragmatic deficits refer to difficulties understanding and using language in context, particularly in social situations. Pragmatic deficits manifest when students struggle with the social nuances of language, such as interpreting figurative language, understanding non-verbal cues, and navigating conversational turn-taking. These deficits can have far-reaching consequences on various aspects of communication, including oral narratives, reading comprehension,
- [Exploring the Connection Between Language and Literacy and Executive Functions (EFs) in Children](https://tatyanaelleseff.com/connection-between-lang-lit-efs-in-children/) - Language and literacy skills are fundamental building blocks of a child's cognitive development, laying the groundwork for academic success and lifelong learning. Simultaneously, executive functions—cognitive processes that regulate and control thought and action—are crucial for goal-directed behavior and problem-solving. Research has increasingly revealed a complex interplay between language and literacy abilities and executive function deficits
- [Manifestations of Social Pragmatic Deficits in Children](https://tatyanaelleseff.com/social-pragmatic-deficits-children/) - Social communication plays a pivotal role in the development of relationships, friendships, well-being, and mental health. However, some children may experience difficulties in this domain, leading to what is known as social pragmatic deficits. Social pragmatics refers to the use of language in social contexts, including the ability to interpret and respond to verbal and
- [The Vulnerability of Children with Social Pragmatic Deficits to Peer Pressure](https://tatyanaelleseff.com/social-pragmatic-deficits-and-peer-pressure/) - Peer pressure is a pervasive aspect of childhood and adolescence, influencing social behaviors, attitudes, and decision-making. Children with social pragmatic deficits, characterized by challenges in understanding and applying social communication skills, may be particularly susceptible to the influence of peer pressure. This post explores how children with social pragmatic deficits are vulnerable to peer pressure
- [Lifelong Implications of Untreated Pragmatic Challenges](https://tatyanaelleseff.com/untreated-pragmatics-life-implications/) - Pragmatic challenges, particularly those related to social communication, can have profound and lasting effects on various aspects of a person's life. When left untreated, these challenges can significantly impact educational attainment, vocational success, and romantic relationships. This post explores the lifelong implications of untreated pragmatic challenges and the ripple effects they can have on a

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## Tags

- [dyslexia](https://tatyanaelleseff.com/tag/dyslexia/)
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